PERC 2015 Abstract Detail Page
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| Abstract Title: | Document features in research-based physics tutorials |
|---|---|
| Abstract: | In recent years, physics education research groups have designed new teaching and learning environments to give students opportunities to collaborate with their peers. To facilitate authentic group discussions in these classrooms, traditional problem-solving recitations are replaced with research-based course materials, such as "Tutorials in Introductory Physics" or "Physics by Inquiry," to help students make sense of physics concepts and construct their own knowledge via multiple types of representations and group work. We explored how "Tutorials in Physics Sense-making" developed by the University of Maryland help students taking algebra-based introductory physics develop conceptual understanding through use of argumentation in small group discussions. We identified physics tutorials' features through content analysis to understand how these features were helpful in the use of argumentation. This study was built on the analysis of those tutorials and examples of students' answers for the subjects of Kinematics and Dynamics. |
| Abstract Type: | Contributed Poster Presentation |
Author/Organizer Information | |
| Primary Contact: |
Ozden Sengul Georgia State University GSU 1 Park Place NE, Room #425 Atlanta, GA 30303 Phone: 4044136010 |
| Co-Author(s) and Co-Presenter(s) |
Laura Kiepura, Georgia State University Josh Von Korff, Georgia State University |
